Exploratory Writers on a 5-Minute Stage
Exploratory Writers on a 5-Minute Stage encourages you to observe social phenomena, discover problems, and seek possible solutions using creativity and critical thinking. This course helps you write interesting, powerful and effective proposals and give successful oral presentations. Most importantly, this course gives you a five-minute stage on which you effectively and efficiently show all the key information on your proposal.
You may have Holmesian deduction, Shakespearian romance, or Picassonian chimera, but you have only five minutes—five minutes where you think out of box, turning a flight of fancy into a quartet of reality.
This course consists of two main elements: proposal writing and oral presentation. In the first half of the course, students are taught how to observe real-life problems, creatively come up with solutions, evaluate solutions in small-scale experiments, and write their proposals accordingly. In the second half, students are trained in visual aid design and oral presentation skills, so that they can collaboratively present their proposals in a simple language under just five minutes.
Out-of-box thinking has become a predominant mode of thinking in modern society. Members in the academia and industry are expected to solve problems through innovative and ground-breaking ideas. Scientific developments and breakthroughs are based on human needs and science is hence inseparable from humanity. It is this interconnectedness that inspires this course. Exploratory Writers on a 5-Minute Stage aims to encourage students to examine their surroundings from innovative perspectives and scientifically study them by critically exploring and systematically analyzing problems so as to offer solutions.
Exploratory Writers on a 5-Minute Stage aims to encourage students to observe, identify problems, seek possible problem-solving means, evaluate the efficacy of the measures, and present arguments in a scientific manner. To these ends, this course consists of two main elements: writing and oral presentation. In the first part of the course, a rhetorical approach to writing proposals is adopted, focusing on observing real-life problems, seeking/creating optimal solutions for a given audience and context, and conducting mini-experiments in a small scale. In addition to fostering students’ skills in proposal writing by collaboratively responding to a case, the course also provides trainings on oral presentation skills and visual aid design. Each team is required to deliver a 5-minute oral presentation on their mini-project.
Students who do not show up in the first class are deemed to automatically drop this course.
(1) Students must have a heart that throbs for social phenomena, a soul that embraces participatory inclusiveness, and a spirit that takes off with a flight of fancy.
(2) Students should not miss more than three classes per semester.
(3) During the first week, students will not meet for tutorials, but they should attend the lecture.
(4) Unregistered students who wish to take this course must attend the first class and take draws.
Kolin, P. C. (2010). Successful Writing at Work, 9th ed. Boston: Cengage Learning.
Mehlich, S., Smith-Worthington, D., & Che, P-C. (2007). Technical Writing for Success: A School-to-Work Approach. Taipei: Cengage Learning.
Scheraga, Mona. (1999). Practical English Writing Skills: A Handbook with Practice, 2nd ed. Lincolnwood: Contemporary Books.
Sorenson, S. (2010). Webster’s New World Student Writing Handbook, 5 ed. HoBoken: Wiley Publishing.
|Types of Assessment||Weighting||Descriptions of Assessment Tasks|
|Writing Tasks||10%||Writing exercises at tutorial sessions|
|Group Presentations||30%||Sharing proposal|
|Participation||15%||Attendance & discussion|
|2||Contemporary Social Issues: Discussion & Brainstorming 生活小事1、2、3|
|3||Albert Einstein’s Microscope 愛因斯坦眼中的世界 Finding a solvable problem|
|4||Group discussion & report 研究主題討論 Finding a solvable problem Situation Statements II/Academic Writing Features|
|5||Critical Writing: Challenging Sherlock Holmes 福爾摩斯式思考 Problem Statements I/ Summarizing & Paraphrasing|
|6||Critical Writing: Challenging Sherlock Holmes 福爾摩斯式思考 Literature Review + Problem Statements II/ Topic Confirmation/Citing & Referencing|
|8||Creative Writing: Befriending William Shakespeare 與莎士比亞共舞 Solution Statements/ Oral Report|
|9||Mini-presentations 組別口頭報告 Mid-Term|
|10||Peer Reinforcement 同儕支援 Peer Review Practice/ Part 1 Group Consultation|
|11||Work the Talk: Mini-Experiment 小小愛迪生 Evaluation Statements I/ Designing Outcome-Examining Methods|
|12||Work the Talk: Mini-Experiment 小小愛迪生 Evaluation Statements II/ Peer Review—Pre-piloting 英文口頭報告技巧訓練|
|13||Millet Thumbs-Up & Kandinsky Thumbs-Down: Telling your story diagrammatically 思想圖表化 Part II Group Consultation (1.5+1.5)|
|14||Millet Thumbs-Up & Kandinsky Thumbs-Down Telling your story diagrammatically 思想圖表化 Project Sharing/ Project Feedback|
|15||Allow Your Slides & Presentation to Do the Talking 有效簡報設計原則及訣竅 Introduction to Presentations & Slide Design/ Presentation Drafting|
|16||Allow Your Slides & Presentation to Do the Talking 有效簡報設計原則及訣竅 In-Group Presentation Practice (1.5+1.5)|
|17||Project presentation 小組企劃案口頭報告 In-Group Presentation (1.5+1.5)|
|18||Project presentation 小組企劃案口頭報告 Project Presentation (2 hs)|